otivation skyrocketed!" This was one teacher's observation of how buddy reading affected her students. Prior to our buddy reading program, teachers in one urban school had expressed the need to provide more opportunities that foster positive attitudes toward reading, which in turn may lead to further voluntary reading. Because of the current emphasis in the United States on students reaching standards and the pressure to spend class time preparing for state assessments, these teachers find it difficult to foster this love of reading. Furthermore, in this school district support services are being cut, resulting in fewer available adults to work with and read to children.
This article offers recommendations for literacy and mathematics leaders as they design and implement effective professional development and support for middle and secondary mathematics teachers to integrate literacy into their instruction. To cross the mathematics<en>literacy divide, the authors provide an annotated bibliography of articles detailing the effective use of literacy strategies for mathematics instruction. The article closes with a discussion of the characteristics of these articles and list of suggestions for greater collaboration between literacy and mathematics leaders to support the instructional practices of mathematics teachers.
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